交际法教学与高职生的英语口语
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摘要
交际法英语教学是以社会语言学为理论基础,以培养交际能力为目的的一种教学方法体系,它让学生在交际中使用语言、学习语言,也让学生在交际中体验语言,然后在交际中改正,最后在交际中达到真正的准确。这一观点受到了众多语言学者的青睐,并广泛运用于外语教学的各个层面,对外语教学产生了深远的影响。
随着改革开放的日益扩大、我国加入世贸组织,英语显得尤为重要。不仅要求学生会读、会写,更要会听、会说,与人交流。因此交际法传入中国之后,立刻引起了各界的广泛的关注。作者尝试着在口语教学中运用交际理论来指导具体的教学工作,并取得一些成效。在实践的基础上,作者对交际法进行了较为系统的分析和总结。本文分为六个章节:
第一章:引言部分。作者指出普遍存在在高职学生中的哑巴英语现象,并对其原因进行了分析,引出了交际教学法。
第二章:介绍了口语的特点和口语交际的特点和功能。
第三章:作者分析了交际理论形成的原因、历史背景及其主要理论,交际教学法和高职学生口语之间的联系及对高职英语口语教学的影响。
第四章:此章节有三个部分。第一部分详细的描述了旨在提高学生口语能力的交际活动。第二部分探讨了为达到交际目的的课堂组织形式。第三部分:论述了学生对交际课堂的不合作所采取的办法。
第五章:作者运用交际理论对泰兴职业教育中心校的两个班级进行了为期两个学期的口语教学实验,并对两个班的口语水平进行了比较测试,证实了交际法能在一定的程度上提高学生的英语口语能力。
第六章:结束语。作者建议广大英语老师必须把传授知识和培养交际能力有效结合,为我国的英语教学服务。
The communicative approach is based on the sociolinguistic theory. This pedagogical approach aims to increase the students' communicative competence. This approach is to let students use language through communication and correct the mistakes by themselves. And finally the students can grasp the language through communication. This idea appeals to those who seek more humanistic approach to language teaching and this approach has been widely employed at all levels of foreign language teaching and learning.
It becomes especially important for the students to learn English since our country opened up to the outside world and entered WTO. To know a language means not only being able to understand what one reads and hears but also being able to speak and write in that language. So since the communicative approach was introduces into China, it has exerted profound influence on English teaching and learning. The purpose of this paper is to survey some theoretical principles of communicative approach and explore the ways of implementing those principles in spoken English teaching and learning. The author has a systematic study of the application of the communicative approach to spoken English teaching.
This paper consists of six chapters. Chapter One is the opening part. The author points out that the high-vocational school students show a low level of English proficiency in speaking and this weakness calls for an urgent reform of teaching methodology.
In Chapter Two, the author introduces the characteristics of oral language and the functions of the communicative ability of oral language.
In Chapter Three, the author analyzes the cause, the background and some important theories of the communicative approach and points out its influences on spoken English teaching in China.
Chapter Four is made up of three sub-sections. In the first section, the author elaborates communicative activities of various kinds with an aim to achieve the students' oral competence. In the second section, the author expresses the ways to organize the successful communicative activities. In the third section, the author gives some suggestions for organizing oral activities.
In Chapter Five, the author carries out an experiment at two classes in Tai Xing Vocational School for two semesters and analyses the performance of the two classes. Finally the author proves that the communicative language teaching is effective in enhancing the students' speaking proficiency.
Chapter Six: Conclusion. The author suggests that the English teachers should combine communicative approach with traditional language teaching.
随着改革开放的日益扩大、我国加入世贸组织,英语显得尤为重要。不仅要求学生会读、会写,更要会听、会说,与人交流。因此交际法传入中国之后,立刻引起了各界的广泛的关注。作者尝试着在口语教学中运用交际理论来指导具体的教学工作,并取得一些成效。在实践的基础上,作者对交际法进行了较为系统的分析和总结。本文分为六个章节:
第一章:引言部分。作者指出普遍存在在高职学生中的哑巴英语现象,并对其原因进行了分析,引出了交际教学法。
第二章:介绍了口语的特点和口语交际的特点和功能。
第三章:作者分析了交际理论形成的原因、历史背景及其主要理论,交际教学法和高职学生口语之间的联系及对高职英语口语教学的影响。
第四章:此章节有三个部分。第一部分详细的描述了旨在提高学生口语能力的交际活动。第二部分探讨了为达到交际目的的课堂组织形式。第三部分:论述了学生对交际课堂的不合作所采取的办法。
第五章:作者运用交际理论对泰兴职业教育中心校的两个班级进行了为期两个学期的口语教学实验,并对两个班的口语水平进行了比较测试,证实了交际法能在一定的程度上提高学生的英语口语能力。
第六章:结束语。作者建议广大英语老师必须把传授知识和培养交际能力有效结合,为我国的英语教学服务。
The communicative approach is based on the sociolinguistic theory. This pedagogical approach aims to increase the students' communicative competence. This approach is to let students use language through communication and correct the mistakes by themselves. And finally the students can grasp the language through communication. This idea appeals to those who seek more humanistic approach to language teaching and this approach has been widely employed at all levels of foreign language teaching and learning.
It becomes especially important for the students to learn English since our country opened up to the outside world and entered WTO. To know a language means not only being able to understand what one reads and hears but also being able to speak and write in that language. So since the communicative approach was introduces into China, it has exerted profound influence on English teaching and learning. The purpose of this paper is to survey some theoretical principles of communicative approach and explore the ways of implementing those principles in spoken English teaching and learning. The author has a systematic study of the application of the communicative approach to spoken English teaching.
This paper consists of six chapters. Chapter One is the opening part. The author points out that the high-vocational school students show a low level of English proficiency in speaking and this weakness calls for an urgent reform of teaching methodology.
In Chapter Two, the author introduces the characteristics of oral language and the functions of the communicative ability of oral language.
In Chapter Three, the author analyzes the cause, the background and some important theories of the communicative approach and points out its influences on spoken English teaching in China.
Chapter Four is made up of three sub-sections. In the first section, the author elaborates communicative activities of various kinds with an aim to achieve the students' oral competence. In the second section, the author expresses the ways to organize the successful communicative activities. In the third section, the author gives some suggestions for organizing oral activities.
In Chapter Five, the author carries out an experiment at two classes in Tai Xing Vocational School for two semesters and analyses the performance of the two classes. Finally the author proves that the communicative language teaching is effective in enhancing the students' speaking proficiency.
Chapter Six: Conclusion. The author suggests that the English teachers should combine communicative approach with traditional language teaching.
引文
Austin,J.L.1962.How to Do Things with Words.Cambridge,Harvard University Press.
Bachman,L.1995.An Investigation into the Comparability of Two sets of English as a Foreign Language:the Cambridge TOFEL Comparability Study.Cambridge:CUP.
Breen,M.and Candlin,C.N.1980.The essentials of a communicative curriculum in language teaching.Applied Linguistics,No.1:89-112.
Bachman,L.and Palmer,A.1996.Language Testing in Practice.Oxford:OUP.
Brumfit,C.1984.Communicative Methodology in Language Teaching:The Roles of Fluency and Accuracy.Cambridge:CUP.
Canale,M,Swain,M.1980.Theoretical bases of communicative approaches to second language teaching and testing.Applied Linguisticc,No.1:147.
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Chomsky,N.1957.Syntactic Structuros.Mouton.
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Chomsky,N.1965.Aspects of the theory Syntax.Cambridge,Mass:M.I.T.press.
Clark,J.1987.Curriculum Renewal in School Foreign Language Learning.Oxford:OUP.
Ellis,R.1990.Instructed Second Language Acquisition.Oxford:Basil Blackwell.
Halliday,M.1964.The Linguistic Science and Language Teaching.London:Longman.
Halliday,M.1975.Learning How to Mean:Explorations in the Development of Language.London:Edward Arnold.
Halliday,M.1978.Language as Social Semiotic.London:Edward Arnold.
Han,xiaohui.1996.The teaching of listening and speaking should be emphasized.Foreign Language world.No.1:27-29.
Hymes,D.1971.On Communicative Competence.Philadelphia:University of Pennsylvania press.
Hymes,D.1972.On communicative competence.In Pride.J.and Holmes,J.(eds).Socialinguistics(269-293).Harmoundsworth,UK:Penguin.
Howart,A.P.R.1984.A History of English Language Teaching.Oxford:OUP.
Hughes,R.2005.Teaching and Researching Speaking,.Foreign Language Teaching and Research Press.Beijing.
Jiang,Jingyang.2006.Communicative Activities In EFL Classroom.Zhejiang University Press.
Jones,L.K.1982.Simulations in Language Teaching.Cambridge:CUP.
John,L.1979.Notions in English.Cambridge:CUP.
Krashen,S.D.1986.Second Language Acquisition and Second Language Teaching.Oxford:Pergamon.
Littlwood,W.T.1981.Communicative Language Teaching.Cambridge:CUP.
Numan,D.1989.Designing Tasks and for the communicative Classroom.Cambridge:CUP.
Pica,T.1987.Second language acquisition,social interaction,and the classroom.Applied Linguistics,Vol.8,No.1
Richards,J.C.and Schmidt,R.1983.Language and Communication.Longman.
Richards,J.C.and Rogers,S.2000.Approaches and Methods in Language Teaching.外语教学与研究出版社,剑桥大学出版社。
Stern,H.H.1992.Issues and Options in Language Teaching.Oxford:OUP.
Tarone,E.1977.Conscious communication strategies in inter-language:a progress report.Quoted from Bialystok,E.1990.
Underhill,N.1987.Testing Spoken Language:a handbook of testing techniques.Cambridge:CUP.
Widdowson,H.G.1978.Teaching Language as Communication.Oxford: OUP.
Wilkins,D.1976.Notional Syllabuses.Oxford:OUP.
Ying,Huilan.1993.The theoretical basis and social foundation of syllabus design.Journal of Foreign Language,Vol.2:41-45.
傅政、庞继贤、周星,2001,《中国入世对大学英语教学的影响与预测分析》,《外语界》,第五期,16-21。
桂诗春,1994,《心理语言学》,上海外语教育出版社。
顾芸英,1986,《交际能力与语用学原则》,《外语教学与研究》,第三期:26-30.
胡春洞,1990,《英语教学法》,高等教育出版社.
刘合群、梁泽洪,2005,《中职教育新理念》,暨南大学出版社.
束定芳、庄智象,1996,《现代外语教学—理论、实践与方法》,上海外语教育出版社。
舒白梅,2005,《外语教育学纲要》,华中师范大学出版社.
孙鸣,2004《英语学习与教学设计》,上海教育出版社.
徐强,2000,《交际法英语教学和考试评估》,上海外语教育出版社.
王才仁,1996,《英语教学交际论》,广西教育出版社.
王国华、刘合群,2004,《职业教育心理学》,广东教育出版社.
文秋芳,1999,《英语口语测试与教学》,上海外语教育出版社.
[英]亚瑟著、林立导读,2006,《外语教师测试手册》,外语教学与研究出版社.
殷鸿翔,1982,《外语教学法的演变及其发展趋势》,《外国语》,第二期,35-40.
Bachman,L.1995.An Investigation into the Comparability of Two sets of English as a Foreign Language:the Cambridge TOFEL Comparability Study.Cambridge:CUP.
Breen,M.and Candlin,C.N.1980.The essentials of a communicative curriculum in language teaching.Applied Linguistics,No.1:89-112.
Bachman,L.and Palmer,A.1996.Language Testing in Practice.Oxford:OUP.
Brumfit,C.1984.Communicative Methodology in Language Teaching:The Roles of Fluency and Accuracy.Cambridge:CUP.
Canale,M,Swain,M.1980.Theoretical bases of communicative approaches to second language teaching and testing.Applied Linguisticc,No.1:147.
Canale,M.1983.From communicative competence to communicative language pedagogy.Richards J.and Schmidt R.Language and Communication.Longman.
Carroll,B.J.1980.Testing Communicative Performance Testing Service.The British Council.
Chomsky,N.1957.Syntactic Structuros.Mouton.
Chomsky,N.1959.A review of verbal behavior.Language,Vol.35.
Chomsky,N.1965.Aspects of the theory Syntax.Cambridge,Mass:M.I.T.press.
Clark,J.1987.Curriculum Renewal in School Foreign Language Learning.Oxford:OUP.
Ellis,R.1990.Instructed Second Language Acquisition.Oxford:Basil Blackwell.
Halliday,M.1964.The Linguistic Science and Language Teaching.London:Longman.
Halliday,M.1975.Learning How to Mean:Explorations in the Development of Language.London:Edward Arnold.
Halliday,M.1978.Language as Social Semiotic.London:Edward Arnold.
Han,xiaohui.1996.The teaching of listening and speaking should be emphasized.Foreign Language world.No.1:27-29.
Hymes,D.1971.On Communicative Competence.Philadelphia:University of Pennsylvania press.
Hymes,D.1972.On communicative competence.In Pride.J.and Holmes,J.(eds).Socialinguistics(269-293).Harmoundsworth,UK:Penguin.
Howart,A.P.R.1984.A History of English Language Teaching.Oxford:OUP.
Hughes,R.2005.Teaching and Researching Speaking,.Foreign Language Teaching and Research Press.Beijing.
Jiang,Jingyang.2006.Communicative Activities In EFL Classroom.Zhejiang University Press.
Jones,L.K.1982.Simulations in Language Teaching.Cambridge:CUP.
John,L.1979.Notions in English.Cambridge:CUP.
Krashen,S.D.1986.Second Language Acquisition and Second Language Teaching.Oxford:Pergamon.
Littlwood,W.T.1981.Communicative Language Teaching.Cambridge:CUP.
Numan,D.1989.Designing Tasks and for the communicative Classroom.Cambridge:CUP.
Pica,T.1987.Second language acquisition,social interaction,and the classroom.Applied Linguistics,Vol.8,No.1
Richards,J.C.and Schmidt,R.1983.Language and Communication.Longman.
Richards,J.C.and Rogers,S.2000.Approaches and Methods in Language Teaching.外语教学与研究出版社,剑桥大学出版社。
Stern,H.H.1992.Issues and Options in Language Teaching.Oxford:OUP.
Tarone,E.1977.Conscious communication strategies in inter-language:a progress report.Quoted from Bialystok,E.1990.
Underhill,N.1987.Testing Spoken Language:a handbook of testing techniques.Cambridge:CUP.
Widdowson,H.G.1978.Teaching Language as Communication.Oxford: OUP.
Wilkins,D.1976.Notional Syllabuses.Oxford:OUP.
Ying,Huilan.1993.The theoretical basis and social foundation of syllabus design.Journal of Foreign Language,Vol.2:41-45.
傅政、庞继贤、周星,2001,《中国入世对大学英语教学的影响与预测分析》,《外语界》,第五期,16-21。
桂诗春,1994,《心理语言学》,上海外语教育出版社。
顾芸英,1986,《交际能力与语用学原则》,《外语教学与研究》,第三期:26-30.
胡春洞,1990,《英语教学法》,高等教育出版社.
刘合群、梁泽洪,2005,《中职教育新理念》,暨南大学出版社.
束定芳、庄智象,1996,《现代外语教学—理论、实践与方法》,上海外语教育出版社。
舒白梅,2005,《外语教育学纲要》,华中师范大学出版社.
孙鸣,2004《英语学习与教学设计》,上海教育出版社.
徐强,2000,《交际法英语教学和考试评估》,上海外语教育出版社.
王才仁,1996,《英语教学交际论》,广西教育出版社.
王国华、刘合群,2004,《职业教育心理学》,广东教育出版社.
文秋芳,1999,《英语口语测试与教学》,上海外语教育出版社.
[英]亚瑟著、林立导读,2006,《外语教师测试手册》,外语教学与研究出版社.
殷鸿翔,1982,《外语教学法的演变及其发展趋势》,《外国语》,第二期,35-40.